رابطه بین نیازهای اساسی روان شناختی و درگیری تحصیلی با واسطه گری خودکارآمدی

نویسندگان

1 دانشجوی دکتری روان‌شناسی تربیتی دانشگاه شیراز

2 دانشیار روان‌شناسی تربیتی، دانشگاه شیراز

چکیده

پژوهش حاضر با هدف بررسی رابطه ساختاری بین  نیازهای اساسی روان­شناختی و درگیری تحصیلی با واسطه­گری خودکارآمدی انجام شد.طرح پژوهش از نوع همبستگی است که در آن روابط بین سه متغیر مکنون مورد بررسی قرار گرفت. شرکت­کنندگان 330 نفر از دانشجویان دوره کارشناسی دانشگاه شیراز بودند که بر اساس روش نمونه­گیری تصادفی خوشه­ای چندمرحله­ای انتخاب شدند و پرسشنامه نیازهای اساسی روان­شناختی (گانیه، 2003)، مقیاس ابعاد خودکارآمدی (موریس، 2001) و پرسشنامه درگیری تحصیلی (ریو، 2013) را در محل کلاس‌های عادی خود تکمیل کردند. داده‌ها با استفاده از روش آماری مدل‌یابی معادلات ساختاری و بکارگیری نرم افزار اموس مورد تحلیل قرار گرفتند. یافته‌ها نشان دادند که نیازهای اساسی روان­شناختی، به نحو مثبت  خودکارآمدی و درگیری تحصیلی را پیش‌بینی می‌کند. خودکارآمدی نیز، اثر مستقیم بر درگیری تحصیلی داشت. همچنین نیازهای اساسی روان­شناختی از طریق خودکارآمدی به عنوان میانجی‌گر بر درگیری تحصیلی تاثیر غیرمستقیم داشت. نقش واسطه‌گری خودکارآمدی با استفاده از آزمون بوت‌استراپ به لحاظ آماری معنادار بود. بر اساس نتایج به‌دست آمده از این پژوهش می‌توان گفت به منظور افرایش احتمال درگیری تحصیلی دانشجویان، باید به برآورده شدن نیازهای اساسی روان شناختی و نیز ارتقای خودکارآمدی آنها توجه شود.

کلیدواژه‌ها


عنوان مقاله [English]

Relationship between basic psychological needs and academic engagement with mediating role of self-efficacy

نویسندگان [English]

  • Zahra Eghdami 1
  • Faride Yousefi 2
چکیده [English]

This study with the aim of investigating the structural relationship between basic psychological needs and academic engagement with mediation of self-efficacy was conducted. Research design was correlational and the relationships among three latent variables were investigated. The participants were 330 undergraduate university students selected through random multistage cluster sampling method from Shiraz University, completed the Basic Psychological Needs questionnaire (Gagné, 2003), the Self-efficacy Scale (Muris, 2001), and the Academic Engagement Scale (Reeve, 2013) in their regular classes. Data was analyzed using structural equation modeling and applying AMOS software. The findings showed that basic psychological needs could predict self-efficacy and academic engagement positively. Self-efficacy had direct effect on academic engagement. Also, basic psychological needs had indirect effect on academic engagement through self-efficacy as a mediator. The mediating role of self-efficacy using bootstrap test was statistically significant. According to findings of this research, it can be concluded that for increasing the probability of students’ academic engagement, it should be consider their basic psychological needs and self-efficacy

کلیدواژه‌ها [English]

  • academic engagement
  • basic psychological needs
  • self-efficacy
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